Critical Inquiry of Teachable Moment-Oriented Curriculum from the Perspective of Developmentally and Culturally Appropriate Pedagogy.

Autor/in	Hyun, Eunsook
Titel	Critical Inquiry of Teachable Moment-Oriented Curriculum from the Perspective of Developmentally and Culturally Appropriate Pedagogy.
Quelle	(2002), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Culturally Relevant Education; Definitions; Developmentally Appropriate Practices; Early Childhood Education; Educational Practices; Ethnography; Heuristics; Higher Education; Preschool Curriculum; Preschool Teachers; Preservice Teachers; Reflective Teaching; Teacher Role; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Collegestudent; Begriffsbestimmung; Entwicklungsbezogene Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Ethnografie; Heuristik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Although early childhood education (ECE) teachers frequently use the concept of the "teachable moment" (TM) when they reflect upon their teaching experiences, there is a lack of discussion in the professional literature regarding what a TM is or how teachers construct the notion of TM-oriented curriculum practice through their interactions with all young children. This qualitative study used the theoretical frameworks of ethnography and heuristics to explore ECE inservice and preservice teachers' TM-oriented practices from the perspective of Developmentally and Culturally Appropriate Practice (DCAP), focusing on whether a teacher's TM is relevant to the learner's "learning moment." Participating in the study were preservice teachers enrolled in an ECE field-based curriculum course emphasizing DCAP, their inservice cooperating teachers, and inservice teachers taking the course to update their certification. Participants reflected biweekly on their teaching/observation experiences exemplifying TM-oriented practices under the notion of DCAP. Heuristic field notes were also collected during class discussion and field site visits. Data were analyzed using qualitative coding techniques to identify categories and patterns that presented emerging themes. Findings indicated that most prospective teachers perceived that TM-oriented practice depended upon a teacher's ability to read children's initiation. Many inservice teachers strengthened their TM-oriented practice in responding to special-needs students' unique conditions. To most experienced teachers, TM was based on careful observation and interaction with children, an ability to recognize and interpret their observations according to their understanding of child development, and strong beliefs about what is important to teach. Prospective teachers who tried to emphasize DCAP co-created a valuable and interdependent learning moment. (Contains 51 references.) (KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC